Bachelor of Nursing Program Structure

Transcription

1 Bachelor of Nursing Program Structure The following section contains details of the subjects in the Bachelor of Nursing Program. Year 1 Principles of Nursing Care Year 2 Principles of Episodic Care Year 3 Principles of Chronic & Complex Care NMIH101 Effective Communication in Health Care Relationships SIM IPS NMIH201 Principles of Episodic Care LABS/SIM NMIH301 Nursing Care of People with Chronic Condition LABS/SIM WPE*10 NMIH102 Patterns of Knowing in Nursing NMIH202 Developing Nursing Practice 1 LABS/SIM CP*20 NMIH302 Mental Health Nursing 2 SIM WPE*1 Session 1 NMIH103 Art and Science of Nursing A LABS/SIM NMIH203 Family Centred Nursing LABS/SIM NMIH303 Therapeutic Use of Self SIM NMIH104 Art and Science of Nursing B LABS/SIM WPE*10 NMIH204 Reflection and Practice IPS NMIH304 Evidence Appreciation and Application in Health Care Practice IPS NMIH105 Primary Health Care Nursing SIM NMIH205 Cultural Competence in Health Care Practice IPS NMIH305 Nursing Care of People with Complex Conditions LABS/SIM Session 2 NMIH106 Essentials of Care A LABS/SIM NMIH107 Essentials of Care B LABS/SIM WPE*10 NMIH206 Therapeutics in Nursing NMIH207 Developing Nursing Practice 2 LABS/SIM WPE*10 NMIH306 Challenges of Ageing SIM NMIH307 Leadership in Health Care Practice IPS NMIH108 Introduction to Behaviour Change IPS NMIH208 Mental Health Nursing1 SIM WPE*10 NMIH308 Transition to Professional Practice LABS/SIM WPE*25 Table 1: University of Wollongong Bachelor of Nursing Program Structure Legend: WPE: Workplace Experience (*number of days) IPS: Inter-professional Subject SIM: Simulation

2 NMIH101 Effective Communication in Health Care Relationships Rationale Effective communication in health care relationships is fundamental to effective and efficient health care. Students of health care practice need to understand the theoretical concepts of interpersonal communication, the importance of interpersonal skills in health care, the beginning skills for relating to patients/clients and the fundamentals of professional presentation skills. Aim This subject will introduce the student to the concepts of self-awareness, professional relationships and the therapeutic use of self and professional behaviour and interprofessional communication skills. Learning Outcomes 1. Demonstrate a beginning awareness of the concepts of self, self-awareness and the therapeutic use of self in interactions with patients/clients. 2. Describe the basic processes of interpersonal and organisational communication, including potential barriers to effective communication, issues of power and the role of verbal and non-verbal communication. 3. Demonstrate an awareness of a range of communication skills appropriate to health care relationships. 4. Differentiate between therapeutic and non-therapeutic interpersonal communication and between professional and non-professional relationships. 5. Display an understanding of the principles of conflict resolution. 6. Demonstrate appropriate academic and professional presentation skills. 7. Discuss the structure of formal and informal groups and the processes that contribute to enhancing their performance. Major Content Areas Professional Practice Self-awareness. Professional distance. Professional boundaries. Professional etiquette. Communication differences in age groups. Privacy and Personal Information Protection Act NSW. Building relationships. Therapeutic use of self. Cultural competency and safety. Foundations of a safe working environment. Use of interpreters. Speech and language disabilities. Privacy Act Federal. Critical Thinking and Analysis Problem solving. Evidence based presentation skills. Documentation and report writing. Finding information. Critical reading. Informal and formal presentations.

3 Presentation of ideas. - Provision and Coordination of Care Questioning skills. Listening skills. Non-therapeutic touch. Responding skills. Therapeutic touch. - Collaborative and Therapeutic Practice Interpersonal communication. Organisational communication. Conflict management. Assertion / assertiveness. Facial expression and gestures. Empathy. I m okay you re ok, value of self and others. Rapport. Function of groups. Persuasion, influencing and positive regard. Formal and informal networks. Breaking down barriers. Verbal & non-verbal communication: Body language/posture. Introduction to De-escalation. Use of IT in healthcare: , patient/client records and care plans. Use of Social Media Therapeutic and non-therapeutic communication. Individual and group counselling. Giving and receiving constructive feedback. Networking and function of organisational communication. Assessment Method Assessment Tasks / Method Weighting Learning Outcomes Graduate Qualities On line activity 20% 2, 5, 7 1, 2, 4 9,10 ANMC Competency Individual in-class 30% 1, 2, 6 1, 2, 4, 5 2, 3, 4, 7 presentation Assignment 50% 1, 2, 3, 4, 5 1, 2, 3, 4, 5 3, 6, 9, 10 Textbooks and Supplementary Materials Prescribed Text Higgs, J, Ajjawi, R, McAllister, L, Trede, F & Loftus, S 2012, Communicating in the Health Sciences, 3rd edn, Oxford, Victoria. Examples of Recommended Additional Readings Bulman, C & Schutz, S, 2004, Reflective practice in nursing, 3rd edn, Blackwell, Carlton. Burnard, P 2002, Learning human skills: an experiential and reflective guide for nurses and health care professionals, Butterworth-Heinemann, Oxford. Candlin, S 2007, Therapeutic communication. A lifespan approach, Pearson Education Australia, Frenchs Forest.

4 NMIH102 Patterns of Knowing in Nursing Rationale Four fundamental patterns of knowing in nursing have been identified in the literature as the structure of nursing knowledge empirical (science), personal (intuitive & experiential), aesthetic (art) and ethical knowledge. It is imperative that students of nursing are able to discern sources of knowledge and ways of knowing. Therefore the ways of knowing will be introduced to enable the student to explore how knowledge and knowing contributes to nursing practice. Aim To introduce the student to the four fundamental patterns of knowing in nursing: empirical (science); personal (intuitive & experiential); aesthetic (art) and ethical knowledge. Learning Outcomes 1. Consider the importance of types of knowledge and knowing in nursing. 2. Outline the patterns of knowledge in nursing. 3. Identify ways of raising ethical issues and how ethical principles can assist in decision making in health care. 4. Explain duty of care in the context of nursing practice. 5. Demonstrate an understanding of the legal issues in the context of health care. 6. Consider approaches to understand and resolve tensions and overlap the between legal and ethical issues in health care. Major Content Areas Professional Practice Beliefs and values Professional boundaries. Duty of care. Advocacy. Autonomy. Non-maleficence. Respect for persons. Statutory law. Sources and functions of law. Civil law. Personal and vicarious liability. Guardianship and vulnerability. Protected Disclosures Act Use of Social Media Confidentiality Accountability and delegation. Personal ethical commitments. Beneficence. Justice. Valid consent. Case law. Criminal law. Record keeping. Dignity of risk. Privacy and Personal Information Protection Act Civil Liability Act Coroners Act Health Records and Information Privacy Act 2002.

5 Commonwealth of Australia Constitution Act Privacy Act Critical Thinking and Analysis Introduction to science and nursing. Introduction to the research process and evidence based practice. Learning styles. Pattern recognition. Theory development. - Provision and Coordination of Care Nursing as an art and as a science. Types of questions: empirical, scientific and philosophical. Types of knowledge and knowing. Intuition and experiential learning. Cognitive function and capacity. Collaborative and Therapeutic Practice Therapeutic modes. Personal (intuitive). Ethical and legal knowledge. Aesthetic (art). Empirical (science). - Assessment Method Assessment Tasks / Method Weighting Learning Outcomes Graduate Qualities ANMC Competency In class quiz MCQ 20% 1, 2, 3, 5 1, 2, 4, 1, 2 Assignment 40% 1, 2. 1, 2, 4, 5 1, 2, 3, 4 Exam 40% 3, 4, 5, 6 1, 2, 3, 4, 5 1, 2, 5 Textbooks and Supplementary Materials Prescribed Text Atkins, K, Britton, B & de Lacey, S 2011, Ethics and law for Australian nurses, Cambridge University Press, Melbourne. Recommended Additional Reading Carper, B 1978, Fundamental patterns of knowing in nursing, Advances in Nursing Science, vol. 1, no. 1, pp Zander, P Ways of Knowing in Nursing: The Historical Evolution of a Concept Journal of Theory Construction & Testing; Spring/Summer, Vol. 11 Issue 1, p7 Clements, PT & Averill, JB 2006, Finding patterns of knowing in the work of Florence Nightingale, Nursing Outlook, vol. 54, no. 5, Sep-Oct, pp

6 NMIH103 Art and Science of Nursing A Rationale This is a foundation subject in the undergraduate program. Nursing practice in the 21 st century needs to be based on a sound knowledge base; therefore, it is imperative that the students of nursing are exposed to the essential elements that underpin safe practice. As nursing is considered to be both an art and a science it is important that the nature of nursing, the development of nursing as a profession, the social and cultural context of nursing and the nature of nursing knowledge and practice are considered. Aim This subject will introduce the student to nursing; its nature and evolution and the knowledge, skills and behaviours that form a basis for the development of nursing competence. Learning Outcomes 1. Describe the process of becoming a nurse within the regulatory framework. 2. Define nursing and the art of caring. 3. Define cultural competence and describe cultural competence development. 4. Consider the components incorporated in a model of nursing, utilising the Roper, Logan and Tierney activities of living approach assessing, planning, implementing and evaluating nursing care. 5. Describe simply the physical functioning and interrelation of the body systems. 6. Define pathology and explain how it affects human functioning. 7. Describe the role of biological, psychological, social cultural, environmental and politico economic factors in human functioning. 8. Describe health and well-being. Major Content Areas Professional Practice Introduction to the curriculum. Being a professional. Context of nursing Code of conduct/code of Ethics Accountability. Advocacy. Historical development of nursing. Diversity - Culture, gender, age, ethnicity, religion, disability effects on human functioning. The professional regulatory frameworks and ANMC (2006) competencies. Aboriginal and Torres Strait Islander people and health. Actions and consequences. Novice to advance beginner. Professional and lay caring. Emergence of modern nursing. Lifespan - Cognitive / affective and psychomotor development. Disability Services Act Employees Liability Act Health Practitioner Regulation Amendment Act 2010 No.34 What is a nurse

7 Critical Thinking and Analysis Knowledge and understanding of evidence in practice. Cognitive development. Looking for evidence. Academic progress. Provision and Coordination of Care Structure of health provision - Impact for Aboriginal and Torres Strait Islander people. Philosophies and models of nursing. An introduction to transcultural nursing. Introduction to sociology, psychology, anthropology, public health, philosophy, economics, and politics. Health and wellness. - Collaborative and Therapeutic Practice Structure of health provision - Contexts of care in multicultural Australia. Structure of health provision - Person; health; environment and nursing. An introduction to Roper, Logan and Tierney s activities of living model. A systematic overview of anatomy and physiology. Specifically cardiovascular system, respiratory system, temperature regulation. Introduction to pathology. Health and wellbeing. Personal safety. Therapeutics. Assessment Method Assessment Tasks / Method Weighting Learning Outcomes Graduate Qualities ANMC Competency Assignment 45% 1, 2, 3, 4 1,2,3,4,5 1, 2, 3, 5 Exam 55% 4, 5, 6, 7, 8 1,2,3,5 3, 5 Textbooks and Supplementary Materials Prescribed Text Berman, A., Snyder, S., Levett-Jones, T., Dwyer, T., Hales, M., Harvey, N., Luxford, Y., Moxham, L., Park, T., Parker, B., Reid-Searl, K. and Stanley, D. (Eds.). (2012). Kozier and Erb's Fundamentals of Nursing (2nd Australian Ed). Sydney, Australia: Pearson, Education (Vol 1); (Vol 2); (Vol 3) (Also textbook for NMIH104) Holland, K, Jenkins, J, Solomon, J & Whittam, S (eds) 2008, Applying the Roper, Logan & Tierney model in practice, 2nd edn, Churchill Livingstone, Edinburgh, imprint of Elsevier Limited. (Useful for NMIH104) Marieb, EN & Hoehn, K 2013, Human anatomy and physiology, Pearson international edition, 9th edn, Pearson Benjamin Cummings Publishing Company Inc, San Francisco, California. (Also a recommended additional reading for NMIH104) Examples of Recommended Additional Readings Attwood, B 2005, Telling the truth about Aboriginal history, Allen & Unwin Crows Nest, NSW. Daly, J, Speedy, S & Jackson, D 2006, Contexts of nursing: an introduction, 2nd edn, Elsevier, NSW.

8 Roper, N, Logan, WW & Tierney, AJ 1999, The elements of nursing: a model for nursing based on a model of living, 4th edn, Churchill Livingstone, Edinburgh, Scotland, UK Health Practitioner Regulation Amendment Act 2010 No.34 Accessed: 22-Jan D34&nohits=y

9 NMIH104 Art and Science of Nursing B Rationale This is a foundation subject in the undergraduate program and complements Art and Science of Nursing A. It extends the understanding of the art and science of nursing. The prerequisites of nursing practice are knowledge, skills and behaviours; therefore, it is imperative that the students of nursing are exposed to the essential elements that underpin safe practice and are prerequisite to all other nursing subjects. Students will have the opportunity to participate in care delivery in practice during a 10 day clinical placement attached to this subject. Aim This subject will provide a basis for safe nursing practice. It will introduce the student to the skills required in the nursing process and the activities of living model as the approach to the organisation of patient/client care. Learning Outcomes 1. Describe and participate in care planning identifying the sources of knowledge. 2. Describe and participate in nursing skills utilised in the activities of living approach to patient/client care. 3. Describe key Work Health and Safety principles in the context of nursing. 4. Describe and apply principles of safe nursing practice. 5. Demonstrate an ability to consider diversity and to incorporate differences in culture, age, gender, ethnicity religion and disability into plans of care. 6. Describe the role of biological, psychological, social cultural, environmental and politico economic factors on activities of living. Major Content Areas Professional Practice Law and the nurse. Valuing diversity - Culture, gender, age, ethnicity, religious and disability. Work health and safety. Legislation. Lifespan: Assessment of different needs across the lifespan (beginning level). Life expectancy of Aboriginal and Torres Strait Islander people. Work Health and Safety Act 2011 Poisons and Therapeutic Goods Act Work Health and Safety Regulations 2011 Poisons and Therapeutic Goods Regulation Disability Discrimination Act Racial Discrimination Act Sex Discrimination Act Critical Thinking and Analysis Problem solving rationale for action. Numeracy skills (simple calculations). Provision and Coordination of Care Application of the Roper, Logan and Tierney model. Policies and procedures. Organisation and delivery of care. Nursing process - An introduction. An introduction to microbiology. Organisation of nursing teams. Medication calculations.

10 Collaborative and Therapeutic Practice Nurse patient/client relationship. Implementation of basic nursing care skills. Standard precautions. Monitoring vital signs. Ionising radiation. Risk assessment of work environment. Isolation techniques. Basic CPR. Incidents and accidents. Health care teams. - Patient/client records & record keeping. Waste management - Sharps, equipment, clinical waste and linen. Body mechanics and manual handling. Medication safety. Substances hazardous to health. Hand-washing. Protective clothing. First aid. Transmission of infection. Assessment Method Assessment Tasks / Method Weighting Learning Outcomes Graduate Qualities ANMC Competency In class quiz 20% 3, 4 1, 2, 5 1, 4 Assignment 40% 1, 2, 3, 4, 5, 6 1, 2, 3, 4, 5 1, 2, 5, 6, 7, 9, 10 Exam 40% 2, 3, 4, 5 1, 2, 3, 5 1, 2, 3, 4, 8 NCAS (minimum satisfactory level must be achieved) - 1, 2, 3, 4, 5, 6 1, 2, 3, 5 1 to 10 Prescribed Text Berman, A., Snyder, S., Levett-Jones, T., Dwyer, T., Hales, M., Harvey, N., Luxford, Y., Moxham, L., Park, T., Parker, B., Reid-Searl, K. and Stanley, D. (Eds.). (2012). Kozier and Erb's Fundamentals of Nursing (2nd Australian Ed). Sydney, Australia: Pearson, Education (Vol 1); (Vol 2); (Vol 3) (also in NMIH103) Harris, P, Nagy, S & Vardaxis, N 2006, Mosby s dictionary of medicine, nursing & health professions, Elsevier-Mosby, Marrickville, NSW. Examples of Recommended Additional Readings Levett-Jones, T & Bourgeois, S 2011, The clinical placement, an essential guide for nursing students, Elsevier Australia. Marieb, EN & Hoehn, K 2013, Human anatomy and physiology, Pearson international edition, 9th edn, Pearson Benjamin Cummings Publishing Company Inc, San Francisco, California. (Also in NMIH103) Taylor, C, Lillis, C & LeMone, P 2000 Fundamentals of nursing: the art & science of nursing care, 4th edn, Lippincott, Philadelphia, PA.

11 NMIH105 Primary Health Care Nursing Rationale The World Health Organisation s (WHO) Global strategy for health for all by the year 2000 (WHO, 1981) and the revised strategy Health21: Health for all in the 21 st century (WHO, 1998) has identified a science-based guide to better health development and outlined a process that will lead to progressive improvement in people's health. The National Health Priorities Areas (NHPA) is Australia s response to the burden of illness and injury in the community and how this burden can be reduced. Improving the health and well-being of all Australians is a key objective of this Government's health portfolio and national research agenda. It is therefore imperative that the students of nursing are introduced to health promotion, health education and primary care nursing. Aim To introduce the student to the factors that facilitate and inhibit the process of health promotion, health education and community development and the nurse s role in preventative and primary care nursing. Learning Outcomes 1. Define health promotion and health education in the context of an individual, a community and a population across the lifespan. 2. Describe the funding mechanisms for health promotion and education. 3. Describe the role of the nurse in Primary Health Care; in urban, rural and remote. 4. Assess the needs of an individual s and/or community s health promotion and health education requirements recognising the influence of culture and diversity. 5. Discuss the roles and responsibilities of the multidisciplinary health care team in meeting the diverse needs of individuals and the communities health promotion and education requirements. 6. Demonstrate teaching skills related to one-to-one and small group interactions. 7. Consider how a health promotion activity contributes to health and well-being. Major Content Areas Professional Practice Diversity of Australian culture. Notifiable diseases, immigration health issues. Diversity - appreciate impacts on health education and promotion. Diversity and cultural issues. Health care policy. Aboriginal and Torres Strait Islander people and primary health care. Health promotion and education at a beginning level: Local; Aboriginal and Torres Strait Islander; national (urban, rural and remote) and at a global level. Lifespan - Impact of nursing practice, wellwoman, well-man and well-child. Screening, immunisation, travel health. Common-good versus individualism and paternalism. Social policy. Public Health and Wellbeing Act Public and Environmental (General) Health Regulations Millennium Development Goals

12 Critical Thinking and Analysis Epidemiology. Distinguish between health promotion and health education. Implications of government policy. - Provision and Coordination of Care National health priorities. Teaching/learning methods, skills and strategies. Primary health care. Health education and promotion for individuals and communities (rural and urban, workplace and school). Philosophy of primary care. Promoting health and well-being in urban, rural and remote areas. Immunology. Collaborative and Therapeutic Practice Assess, plan and evaluate a learning opportunity. Media resources. Education for health, role and functions in health promotion. Community development and teaching. Mental health first aid. Development of community as a resource. Demonstrate teaching skills related to one-to-on and small group interactions. Alcohol and health promotion. Empowerment of the patient/client by providing information. Travel health. Empowerment. Safety-barriers to health education and promotion (cultural, familial, occupational and industrial, etc.). Assessment Method Assessment Tasks / Method Weighting Learning Outcomes Graduate Qualities ANMC Competency Assignment 40% 3, 4, 5, 7 1, 2, 3, 4, 5 2, 3, 5, 6, 7, 8, 9 Group in class presentation 20% 6, 7 1, 3, 4, 5 3, 4, 5, 8 Exam 40% 1, 2, 5, 6, 1, 2, 3, 4, 5 1, 2, 3, 5, 6, 7, 8, 9, 10 Textbooks and Supplementary Materials Prescribed Text Keleher, H & MacDougall, C 2011, Understanding health, 3rd edn, Oxford University Press, South Melbourne, Australia. Examples of Recommended Additional Readings Attwood, B 2005, Telling the truth about Aboriginal history, Allen & Unwin, Crows Nest, NSW. Baum, F 2008, The new public health, 3rd edn., Oxford University Press, South Melbourne. Berman, A., Snyder, S., Levett-Jones, T., Dwyer, T., Hales, M., Harvey, N., Luxford, Y., Moxham, L., Park, T., Parker, B., Reid-Searl, K. and Stanley, D. (Eds.). (2012). Kozier and Erb's Fundamentals of Nursing (2nd Australian Ed). Sydney, Australia: Pearson, Education (Vol 1); (Vol 2); (Vol 3)

13 NMIH106 Essentials of Care A Rationale Nursing practice is a complex and dynamic process; students of nursing are required to develop the knowledge, skills and behaviours necessary to participate in patient/client care. To begin with, students of nursing need to focus on simple, uncomplicated presentations of patient/client problems to develop beginning competence. This subject is designed to further develop the essential skills in utilising health sciences - building on the content of Art and Science of Nursing A and on Art and Science of Nursing B. This subject is also co-requisite with Essentials of Care B Aim To develop the clinical skills and knowledge required to care for patients/clients with uncomplicated problems. Learning Outcomes 1. Describe appropriate health sciences that underpin nursing practice in this subject. 2. Contribute to the assessment of patients/clients using the activities of living approach for: communications, mobilising, working and playing, expressing sexuality, sleeping and dying. 3. Identify primary and secondary data used in the identification of patient/client problems associated with: communications, mobilising, working and playing, expressing sexuality, sleeping and dying. 4. Identify specific interventions applying knowledge and evidence to a variety of appropriate interventions related to: communications, mobilising, working and playing, expressing sexuality, sleeping and dying. 5. Describe how care could be evaluated with regard to: communications, mobilising, working and playing, expressing sexuality, sleeping and dying. 6. Illustrate the influences of culture, age, gender, ethnicity, religion and disability on communications, mobilising, working and playing, expressing sexuality, sleeping and dying. 7. Explain the importance of accurate nursing documentation and health care communication in communications, mobilising, working and playing, expressing sexuality, sleeping and dying. Major Content Areas Professional Practice Standards of care. Aboriginal and Torres Strait Islander people historical factors and health status. Work Health and Safety. Assessment of risk. Quality use of medicines. Lifespan - Differentiates client dependency and the principles of ageing. Ethical issues - Valid consent and confidentiality. Diversity - Culture, age, gender, ethnicity, religion

14 Documentation and Record keeping. and disability impacts on care planning and delivery. Critical Thinking and Analysis Evidence based practice - Primary and secondary data and problem identification. Provision and Coordination of Care Related biosciences: Nervous system, Ears, eyes, nose, mouth and touch. Musculo-skeletal system. Skin. Aboriginal and Torres Strait Islander people and cultural awareness. Teaching and learning - Including the learning of a skill. Individualised patient/client care planning. Beginning assessment skills and problem identification and implementation of nursing interventions particularly related to: communication, mobilising, working and playing, expressing sexuality, sleeping and dying. Collaborative and Therapeutic Practice Effective communication - Verbal and written skills. Use of IT in healthcare. Leadership and management - Working in a multi-disciplinary team. Promoting sleep and rest. Manual handling. Therapeutic modes - Nurse s role in nursing and medical interventions e.g. communication, mobilising, working and playing, expressing sexuality, sleeping and dying. Employment / unemployment, play / leisure. Safety - Nursing and medical interventions (pre-, intra-, and post-intervention), demonstrate nursing skills and procedures. Last offices - patient/client & family wishes. Dealing with pain. Assessment Method Assessment Tasks / Method Weighting Learning Outcomes Graduate Qualities ANMC Competency In class quiz 20% 1, 4 1,2,5 3, 4, 5, 6 Assignment 40% 2, 3, 4, 5, 6, 7 1,2,3,4,5 2, 3, 5, 6, 7, 8 Exam 40% 1, 3, 4, 6, 7 1,2,3,4,5 1, 2, 4, 5, 6, 7, 9 Textbooks and Supplementary Materials Prescribed Text Berman, A., Snyder, S., Levett-Jones, T., Dwyer, T., Hales, M., Harvey, N., Luxford, Y., Moxham, L., Park, T., Parker, B., Reid-Searl, K. and Stanley, D. (Eds.). (2012). Kozier & Erb's Fundamentals of Nursing (2nd Australian Ed). Sydney, Australia: Pearson, Education (Vol 1); (Vol 2); (Vol 3) (also textbook for NMIH107) Harris, P, Nagy, S & Vardaxis, N 2010, Mosby s dictionary of medicine, nursing & health professions - Australian and New Zealand edition, 2nd edn, Elsevier-Mosby, Sydney. Holland, K, Jenkins, J, Solomon, J & Whittam, S (eds) 2008, Applying the Roper, Logan & Tierney model in practice, 2nd edn, Churchill Livingstone, Edinburgh, imprint of Elsevier Limited.

15 Marieb, EN & Hoehn, K 2013, Human anatomy and physiology, Pearson international edition, 9th edn, Pearson Benjamin Cummings Publishing Company Inc, San Francisco, California. Examples of Recommended Additional Readings Thomson, N (ed.) 2003, The health of Aboriginal and Torres Strait Islander Australians, Oxford, Melbourne. Thomson, N, Burns, J, Hardy, A, Krom, I & Stumpers, S 2007, Overview of Australian Aboriginal and Torres Strait Islander health status, Australian Aboriginal and Torres Strait Islander HealthInfoNet, Perth, Western Australia, viewed 28 June 2012,

16 NMIH107 Essentials of Care B Rationale This subject continues to explore nursing practice as a complex and dynamic process, it requires students to develop the knowledge, skills and behaviours required to participate in the assessment, planning, implementation and evaluation of patient/client care. It continues to develop students of nursing to focus on simple, uncomplicated presentations of patient/client problems to develop beginning competence. It also is designed to further develop the essential skills in utilising health sciences - building on the content of Art and Science of Nursing A and on Art and Science of Nursing B. This subject is a co-requisite with Essentials of Care A. Students will have the opportunity to participate in care delivery in practice during a 10 day clinical placement attached to this subject. Aim To develop the clinical skills required to care for patients/clients with uncomplicated problems. Learning Outcomes 1. Describe appropriate health sciences that underpin nursing practice in this subject. 2. Contribute to the assessment of patient/clients using the activities of living approach for: maintaining a safe environment, breathing, eating and drinking, eliminating, personal cleansing and hygiene, controlling body temperature. 3. Identify primary and secondary data used in the identification of patient/client problems associated with: maintaining a safe environment, breathing, eating and drinking, eliminating, personal cleansing and hygiene, controlling body temperature. 4. Identify specific interventions applying knowledge and evidence to a variety of appropriate interventions related to: maintaining a safe environment, breathing, eating and drinking, eliminating, personal cleansing and hygiene, controlling body temperature. 5. Describe how care could be evaluated with regard to: maintaining a safe environment, breathing, eating and drinking, eliminating, personal cleansing and hygiene, controlling body temperature. 6. Illustrate the influences of culture, age, gender, ethnicity, religion and disability on maintaining a safe environment, breathing, eating and drinking, eliminating, personal cleansing and hygiene, controlling body temperature. 7. Explain the importance of accurate and consistent nursing documentation and health care communication in maintaining a safe environment, breathing, eating and drinking, eliminating, personal cleansing and hygiene, controlling body temperature. Major Content Areas Professional Practice Evidence based practice. Principles of consent, confidentiality and privacy. Standards of care. Lifespan - Differentiates client dependency, principles of ageing. Reflection on practice incidents. Aboriginal and Torres Strait Islander people historical factors and health status. Assessment of risk. Diversity - Culture, age, gender, ethnicity, religion and disability impacts on care planning and delivery.

17 Work Health and Safety. Record keeping Documentation and record keeping Critical Thinking and Analysis Identifying sources of evidence, primary and secondary data and problem identification. Identification of a learning need. Provision and Coordination of Care Individualised patient/client care planning. Beginning assessment skills and problem identification and implementation of nursing interventions particularly related to: Maintaining a safe environment, breathing, eating and drinking, eliminating, personal cleansing and hygiene, controlling body temperature. Related biosciences, respiratory, cardiovascular system, gastro-intestinal and renal systems. Fluid balance, pain identification, temperature regulation, oxygen management. Aboriginal and Torres Strait Islander people and cultural awareness.

18 Collaborative and Therapeutic Practice Effective communication - Verbal and written skills. Therapeutic modes - Nurse s role in nursing and medical interventions, e.g. maintaining a safe environment, breathing, eating and drinking, elimination, personal cleansing and dressing, controlling body temperature. Manual handling. Accidents in the workplace. Quality use medicines. Safety - Nursing and medical interventions (pre, intra-, and post-intervention), demonstrate nursing skills and procedures e.g. wound management, administration of medicines, intravenous infusions, pain etc. Personal safety. Working in a multi-disciplinary team. Assessment Method Assessment Tasks / Method Weighting Learning Outcomes Graduate Qualities ANMC Competency Assignment 35% 2, 3, 4, 5, 6, 7 1,2,3,4,5 2, 3, 5, 6, 7, 8 Assignment 65% 1, 3, 4, 6, 7 1,2,3,4,5 1, 2, 4, 5, 6, 7, 9, 10 NCAS (minimum satisfactory level must be achieved) - 1, 2, 3, 4, 5, 6, 7 1,3,4,5 1 to 10 Textbooks and Supplementary Materials Prescribed Text Berman, A., Snyder, S., Levett-Jones, T., Dwyer, T., Hales, M., Harvey, N., Luxford, Y., Moxham, L., Park, T., Parker, B., Reid-Searl, K. and Stanley, D. (Eds.). (2012). Kozier and Erb's Fundamentals of Nursing (2nd Australian Ed). Sydney, Australia: Pearson, Education (Vol 1); (Vol 2); (Vol 3) (also textbook for NMIH106) Harris, P, Nagy, S & Vardaxis, N 2010, Mosby s dictionary of medicine, nursing & health professions, 2 nd Australian & New Zealand edn, Elsevier-Mosby, Sydney. Holland, K, Jenkins, J, Solomon, J & Whittam, S (eds) 2008, Applying the Roper, Logan & Tierney model in practice, 2nd edn, Churchill Livingstone, Edinburgh, imprint of Elsevier Limited. Marieb, EN & Hoehn, K 2013, Human anatomy and physiology, Pearson international edition, 9th edn, Pearson Benjamin Cummings Publishing Company Inc, San Francisco, California. Examples of Recommended Additional Readings Thomson, N (ed.) 2004, The health of Aboriginal and Torres Strait Islander Australians, Oxford, Melbourne. Thomson N, MacRae A, Brankovich J, Burns J, Catto M, Gray C, Levitan L, Maling C, Potter C, Ride K, Stumpers S, Urquhart B 2012, Overview of Australian Aboriginal and Torres Strait Islander health status, 2011, viewed 19 July 2012 from

19 NMIH108 Introduction to Health Behaviour Change Rationale An understanding of human behaviour is imperative in health care. This subject provides an introductory overview of areas of psychological investigation, introducing students to the study of individuals and human experience. Topics covered include learning, cognition, motivation, emotion, personality and lifespan development. The aim of this subject is to introduce the major areas of study in the science of psychology. Aim To introduce students to the theories and strategies of health behaviour change at the levels of the individual, the group, the community, and the population; and review the ethical and practical issues inherent in endeavouring to persuade people to change their health-related behaviours. Learning Outcomes 1. Understand the practical issues associated with health behaviour change. 2. Describe the various models of individual behaviour change. 3. Identify which model(s) are best suited to a specific health behaviour issue and target group. 4. Describe the different settings used for health behaviour change at the group level. 5. Understand the differences between individual, group, and population strategies for behaviour change. 6. Have a good understanding of how health behaviour change models have been used in different projects and programs. Major Content Areas Professional Practice Inequalities in health, personal and population health. Autonomy and paternalism. Role of the nurse in behaviour change, psychological perspectives. Development across the lifespan. Critical Thinking and Analysis Program outcomes and measurement. Principles of psychology. Teaching and learning methods - Behaviour change - Individual and interpersonal change models. Learning, cognition and emotion. Provision and Coordination of Care Community interventions. Collaborative and Therapeutic Practice Principles of health communications, persuasion, teaching and learning. Management of change. Principles of behaviour change, one on one and group interventions; motivational interviewing. Media influences and strategies.

20 High risk activities and behaviours. Motivation. Personality. Assessment Method Assessment Tasks / Method Weighting Learning Outcomes Graduate Qualities ANMC Competency Assignment 60% 1, 2, 3, 4, 5, 6 1, 2, 3, 4, 5 Exam 40% 1, 2, 3, 4, 5, 6 1, 2, 3, 4, 5 2, 3, 4, 6, 7, 8, 9 2, 3, 4, 6, 7, 8, 10 Textbooks and Supplementary Materials Prescribed Text Glanz, K, Rimer, BK & Lewis, FC (eds.) 2008, Health behaviour and health education, theory, research and practice, 4th edn, Jossey Bass, San Francisco. Examples of Recommended Additional Readings Nutbeam, D & Harris, E 2004, Theory in a nutshell: a practical guide to health promotion theories, 2nd edn, McGraw-Hill, Sydney, Australia. Theory at a Glance: A Guide for Health Promotion Practice available at the following website: Edberg, M 2007, Essentials of health behavior social and behavioral theory in public health, Jones and Bartlett Publishers, Ontario, Canada.

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